2018-03-20T02:24:36ZMoedertaalonderrig, moedertaalleer en identiteit: Redes vir en probleme met die keuse van Afrikaans as onderrigtaalhttp://hdl.handle.net/10500/23661
Moedertaalonderrig, moedertaalleer en identiteit: Redes vir en probleme met die keuse van Afrikaans as onderrigtaal
Bornman, Elirea; Pauw, J C; Potgieter, Petrus H; Janse van Vuuren, Hermanus H
The article discusses the responses of Afrikaans-speaking students to an open question contained in a questionnaire survey. The study focused on the factors influencing language choice in higher education and specifically at Unisa, the largest and oldest open-distance learning institution in Africa. It involved an internet survey of a sample of Unisa students, namely those who indicated on their registration forms that they were Afrikaans speaking or spoke Afrikaans and English as well as students who enrolled for at least one module in Afrikaans.
The question, on which the current article focuses, can be translated as “Give the most important reasons(s) why you have chosen to study in Afrikaans”. The background against which we investigate the students’ responses includes theory on the role of language in education. More specifically, we focus on the role of mother-tongue education and mother-tongue learning as well as the role of language as a symbol of identity. We also discuss aspects of the language policy in higher education in South Africa and discourses on the declining position of Afrikaans as a language of learning and teaching (LoLT).
A total of 2 794 completed questionnaires were received. With regard to language choice, 1393 (50,7%) of the respondents had chosen to study in Afrikaans and 1314 (47,8%) in English, while 87 respondents (or 1,5%) did not respond to the question on language choice. The reasons provided for their language choices by the subsample of respondents, who had chosen to study in Afrikaans, were first analysed thematically. Frequencies were then calculated for the themes that emerged.
The theme most often mentioned relates to various advantages of mother-tongue education and mother-tongue learning. Respondents used a variety of terms indicating attachment to Afrikaans as their first language, such as “my mother tongue”, “my home language” and “my language”. The responses furthermore refer to various advantages of being taught and being able to learn in their mother tongue. The respondents indicated, among other things, that they not only learned faster and more effectively in their mother tongue, but that they also achieved deeper insight into the learning material. A distinction was therefore drawn between merely acquiring knowledge or facts – described as rote learning – and acquiring insight and being able to apply and communicate about the learning contents. This was contrasted with learning through the medium oftheir second language (English), which necessitated – despite the fact that they had a good knowledge of English – the frequent use of a dictionary. Respondents also indicated that communicating in their mother tongue is easier in stressful situations such as examinations. Lastly, they were lastly convinced that mother-tongue teaching and learning enhanced their academic achievement.
A second overarching theme revolves around the role of the mother tongue in defining identity and heritage. Responses referred to pride in their language, their language rights and language activism. It was further surprising to find, contrary to the prevailing misconception that English has become the language of the workplace, that a considerable number of respondents connected their choice in a positive way to their occupational environment. Certain other students indicated that their choice had been influenced by the fact that they had attended Afrikaans schools. Respondents also noted various problems related to studying through Afrikaans, for example that most textbooks were written in English only.
The findings of the study have provided insight into the learning strategies that students use in distance learning and their generally positive experiences of mother-tongue teaching and learning. These findings support claims in literature regarding the advantages of mother-tongue education, for example that mother-tongue learning facilitates the integration of new knowledge with existing knowledge; allows for a deeper understanding of concepts; and enhances academic achievement. The results of the study emphasise that the role of language in higher education is not restricted to pedagogical concerns and highlights the important role of language as a symbol of identity. This language choice in higher education can be seen as both a cause and a consequence of identification processes. The impact of higher education institutions on identity formation and identity dynamics in society at large should therefore not be underestimated.
2017-01-01T00:00:00ZWe are the future: Youth narratives on prospects in a democratic South Africahttp://hdl.handle.net/10500/23660
We are the future: Youth narratives on prospects in a democratic South Africa
Bornman, Elirea; Odendaal, Allison
The study presents an investigation into perceptions of white and black South African youth regarding the future of the country as well as their own prospects. The qualitative research design involved five focus group discussions conducted from 2014 to 2016. White and black participants revealed love for and dedication to the country. Black participants in particular indicated an appreciation of democracy and the freedom they enjoyed in the new dispensation and beliefs that they could bring about change through voting. All groups voiced however dissatisfaction and even despair and fatalism due to the political problems the country was experiencing and the overall stagnation and/or deterioration of conditions. Whereas some white participants felt that they had no future in South Africa and intended to emigrate, participants of both groups voiced hope that they themselves could make a difference. Comparisons with previous research lead to conclusions regarding current conditions in a democratic South Africa and the role of the youth.
2017-01-01T00:00:00ZTaalkeuses en -opinies van Afrikaanssprekende studente aan Unisahttp://hdl.handle.net/10500/23659
Taalkeuses en -opinies van Afrikaanssprekende studente aan Unisa
Bornman, Elirea; Potgieter, Petrus H; Pauw, JC
Literature dealing with language choice in multilingual contexts shows the influence of political, social and individual factors. The global status of English influences the way speakers of other languages act in relation to their own languages. Although English is still extremely important globally, the emergence of multilingualism is a feature of postmodernity. According to the British Council’s report English Next (Graddol 2006), the global role of English has changed. Language ideologies, local circumstances, power relationships and the persona speakers of other languages project in relation to their own language choices form part of the dynamics of the interplay of languages in peoples’ lives. English is on the ascendancy in South Africa in the midst of a pretence to multilingualism. This is also the position at the University of South Africa (Unisa), the biggest university in South Africa. Afrikaans previously enjoyed parity with English as languages of instruction at this institution. However, in recent years more and more modules have been offered only in English. Against this background, the authors undertook an empirical investigation into the language choices and opinions of Afrikaans-speaking students at Unisa. The population that was investigated in 2011 consisted of approximately 32 000 students who had Afrikaans as one of their home languages or who took at least one module in the medium of Afrikaans. A total of 2 749 of these students completed and submitted an online survey. This article comprises a discussion of a selection of the information gleaned from the study. The sample was divided, among others, between students who took modules in Afrikaans (1 380, or 51,6% of the respondents) and students who preferred tuition in English (1 297, or 48,4% of the respondents). Questions were posed to gather biographical data and information about the opinions of the respondents. Significant differences were among others found between the two groups with regard to sex, age and the respective colleges where they studied. Students in the Colleges of Education, Law, and Economic and Management Sciences were more likely to prefer tuition in Afrikaans. Women were more likely to choose Afrikaans as a medium of instruction. With regard to age cohorts, younger and older groups were more likely to choose Afrikaans; groups between 26 and 55 years of age were more likely to choose English. The reasons why younger students (in terms of age and registering for a first degree) were more inclined to enrol for courses in their home language of Afrikaans may be ascribed to the influence of their schools and social networks. The reason why relatively more men chose tuition in English may be ascribed to their greater need to reflect a cosmopolitan persona in the work place. Although the sample as a whole was generally proud of Afrikaans, students who studied in Afrikaans were significantly more proud of their language. Students who chose Afrikaans as a medium of tuition were also highly satisfied with the outcome of their choice. Students who chose English as a medium of tuition indicated the availability of textbooks and the usefulness of terminological knowledge as the most important reasons for their choice. The authors conclude this article by advocating the development of intellectual resources such as textbooks and online platforms in Afrikaans and encourage the government of South Africa to make money available for the development of all the indigenous languages of the country. Multilingualism should be more than an empty gesture.
2013-01-01T00:00:00ZLanguage, urbanisation and identity: Young black residents from Pretoria in South Africahttp://hdl.handle.net/10500/23658
Language, urbanisation and identity: Young black residents from Pretoria in South Africa
Bornman, Elirea; Álvarez Mosquera, Pedro; Seti, Vuyo
This article focuses on relationships between language and identity among young black urbanites from Pretoria in South Africa. The role of black ethnic languages, Sepitori ‒ an urban variety ‒ and English are investigated. Focus groups conducted with black Pretorians were thematically analysed revealing patterns of dual or shifting identities. Participants attached high value to ethnic languages, which were important in defining ethnic identities. Ethnic languages were however associated with mono-cultural environments such as home and rural areas. In contrast, Sepitori defined newly constructed urban identities and fostered interaction within multicultural and multilingual urban environments. English was estimated highly as global language related to work and educational environments, but held little identity value. Conclusions are drawn regarding language and identity in urban South African environments.
2018-01-01T00:00:00Z